Engineering topics

Hua, Grace

Publications and source records attributed to Hua, Grace.

4 records

NASA NTRS1990

Developing an Intelligent Computer-Aided Trainer

The Payload-assist module Deploys/Intelligent Computer-Aided Training (PD/ICAT) system was developed as a prototype for intelligent tutoring systems with the intention of seeing PD/ICAT evolve and produce a general ICAT architecture and development environment that can be adapted by a wide variety of training tasks. The proposed architecture is composed of a user interface, a domain expert, a training session manager, a trainee model and a training scenario generator. The PD/ICAT prototype was developed in the LISP environment. Although it has been well received by its peers and users, it could not be delivered toe its end users for practical use because of specific hardware and software constraints. To facilitate delivery of PD/ICAT to its users and to prepare for a more widely accepted development and delivery environment for future ICAT applications, we have ported this training system to a UNIX workstation and adopted use of a conventional language, C, and a C-based rule-based language, CLIPS. A rapid conversion of the PD/ICAT expert system to CLIPS was possible because the knowledge was basically represented as a forward chaining rule base. The resulting CLIPS rule base has been tested successfully in other ICATs as well. Therefore, the porting effort has proven to be a positive step toward our ultimate goal of building a general purpose ICAT development environment.

Hua, Grace↗

NASA NTRS1988

An intelligent training system for space shuttle flight controllers

An autonomous intelligent training system which integrates expert system technology with training/teaching methodologies is described. The system was designed to train Mission Control Center (MCC) Flight Dynamics Officers (FDOs) to deploy a certain type of satellite from the Space Shuttle. The Payload-assist module Deploys/Intelligent Computer-Aided Training (PD/ICAT) system consists of five components: a user interface, a domain expert, a training session manager, a trainee model, and a training scenario generator. The interface provides the trainee with information of the characteristics of the current training session and with on-line help. The domain expert (DeplEx for Deploy Expert) contains the rules and procedural knowledge needed by the FDO to carry out the satellite deploy. The DeplEx also contains mal-rules which permit the identification and diagnosis of common errors made by the trainee. The training session manager (TSM) examines the actions of the trainee and compares them with the actions of DeplEx in order to determine appropriate responses. A trainee model is developed for each individual using the system. The model includes a history of the trainee's interactions with the training system and provides evaluative data on the trainee's current skill level. A training scenario generator (TSG) designs appropriate training exercises for each trainee based on the trainee model and the training goals. All of the expert system components of PD/ICAT communicate via a common blackboard. The PD/ICAT is currently being tested. Ultimately, this project will serve as a vehicle for developing a general architecture for intelligent training systems together with a software environment for creating such systems.

Loftin, R. Bowen↗

NASA NTRS1988

An intelligent training system for space shuttle flight controllers

An autonomous intelligent training system which integrates expert system technology with training/teaching methodologies is described. The system was designed to train Mission Control Center (MCC) Flight Dynamics Officers (FDOs) to deploy a certain type of satellite from the Space Shuttle. The Payload-assist module Deploys/Intelligent Computer-Aided Training (PD/ICAT) system consists of five components: a user interface, a domain expert, a training session manager, a trainee model, and a training scenario generator. The interface provides the trainee with information of the characteristics of the current training session and with on-line help. The domain expert (Dep1Ex for Deploy Expert) contains the rules and procedural knowledge needed by the FDO to carry out the satellite deploy. The Dep1Ex also contains mal-rules which permit the identification and diagnosis of common errors made by the trainee. The training session manager (TSM) examines the actions of the trainee and compares them with the actions of Dep1Ex in order to determine appropriate responses. A trainee model is developed for each individual using the system. The model includes a history of the trainee's interactions with the training system and provides evaluative data on the trainee's current skill level. A training scenario generator (TSG) designs appropriate training exercises for each trainee based on the trainee model and the training goals. All of the expert system components of PD/ICAT communicate via a common blackboard. The PD/ICAT is currently being tested. Ultimately, this project will serve as a vehicle for developing a general architecture for intelligent training systems together with a software environment for creating such systems.

Loftin, R. Bowen↗

NASA NTRS1987

The desktop interface in intelligent tutoring systems

The interface between an Intelligent Tutoring System (ITS) and the person being tutored is critical to the success of the learning process. If the interface to the ITS is confusing or non-supportive of the tutored domain, the effectiveness of the instruction will be diminished or lost entirely. Consequently, the interface to an ITS should be highly integrated with the domain to provide a robust and semantically rich learning environment. In building an ITS for ZetaLISP on a LISP Machine, a Desktop Interface was designed to support a programming learning environment. Using the bitmapped display, windows, and mouse, three desktops were designed to support self-study and tutoring of ZetaLISP. Through organization, well-defined boundaries, and domain support facilities, the desktops provide substantial flexibility and power for the student and facilitate learning ZetaLISP programming while screening the student from the complex LISP Machine environment. The student can concentrate on learning ZetaLISP programming and not on how to operate the interface or a LISP Machine.

Baudendistel, Stephen↗